This policy study looks at existing and emerging state policies on social promotion to determine the extent to which students with disabilities are included or excluded. Results reflect the status of state polices at one point in time, as determined from publicly available state documents and statutes of 14 states with promotion policies. The analysis showed that policies varied considerably in terms of the bases for promotion decisions (e.g., content, grade level), but that all states used test performance as the primary basis for decisions. Although many interventions were identified for student performance remediation, most states relied on summer school, extended day, or after school programs. All of the 14 states with existing or emerging promotion policies referred to students with disabilities in their policies. However, the application of promotion criteria to students with disabilities was minimal or not clearly stated in many states. The Individualized Education Program typically plays a role in how individual decisions are made for students with disabilities, but it varies widely among states. Eight states with policies to end social promotion included specific guidelines about interventions for students with disabilities, yet these state guidelines varied widely. An appendix includes the state policies. (Contains 29 references.) (CR)